Notes on Video 1: Understanding Maths Learning Difficulties and Dyscalculia

Introduction

• Collaboration between University of Melbourne & Department of Education and Training.
• Phase 2 literacy and numeracy initiative aims to improve student outcomes in Victoria.
• Focus on providing resources for teaching students with maths learning difficulties (MLD) including dyscalculia.

Key Team Members

• Dr. Judy Humberstone: Former school principal, registered psychologist, involved in dyscalculia clinic.
• Dr. Brian Butterworth: Author of "The Mathematical Brain"; established one of the first dyscalculia clinics; over 30 years in research.
• Associate Professor Bob Reeve: Formerly at University of Illinois; involved in educational assessment for maths skills.
• Dr. Sarah Gray: Clinical psychologist focusing on emotional support for students with MLD.

Teacher Observations of Maths Learning Difficulties

• Teachers notice a wide range of math performance in a single year level:
  • High performing students.
  • Average performing students.
  • Lower performing students needing additional help.
  • Students unable to retain or transfer knowledge (neurological deficits).

Characterization of Students

• Expected Development: Average performing students meeting curriculum benchmarks.
• Delayed Development: Lower performing students who make progress with intervention.
• Neurological Deficit: Students with MLD who struggle despite intervention.

Understanding Maths Learning Difficulties

• MLD affects the acquisition of arithmetical skills.
• Dyscalculia is a specific learning difficulty, similar to dyslexia, impacting basic number sense.
• Emotional impact on students struggling with maths:
  • Low self-esteem, anxiety, social issues, underachievement.

Prevalence of Dyscalculia

• Estimated international prevalence: 7-12%.
• Dyscalculia often receives less attention than dyslexia despite severe consequences.

Structure of the Video Series

• Video 1: Educational neuroscience perspective on core number abilities.
• Video 2: Focus on primary and secondary school maths.
• Video 3: Specific focus on dyscalculia.
• Video 4: Assessing and diagnosing MLD.
• Video 5: Intervention strategies and recommendations.

Core Number Abilities

• Children are innately wired to compare quantities.
• Core number abilities include:
  • Discrimination of quantities.
  • Enumeration (counting).

Development of Core Number Abilities

• Early development involves recognizing small quantities (e.g., newborns can discriminate sounds).
• Importance of core number abilities for later maths skills and early diagnosis of difficulties.

Testing Core Number Abilities

• Number Line Placement: Children often struggle to accurately place numbers on a line.
• Enumeration: Efficiency and accuracy in counting objects.
• Subitising: The ability to recognize small quantities without counting.

Conclusion

• Early intervention is crucial for improving outcomes for students with MLD.
• Aim to enhance understanding of individual differences in maths abilities to guide assessment and intervention.